LISTENING & READING COMPREHENSION GUIDELINES**
Design lessons that include the following stages (Shrum & Glisan, 1994; p. 120):
B. Identify main elements
C. Identify details
D. Organize/revise main ideas/details
E. Recreate text
F. React to text/explore intertextuality
A. Preparation: students preview
the text, establish a purpose, predict meaning, activate background knowledge,
preview unfamiliar content, anticipate new vocabulary and text language.
B. Comprehension: students skim for the gist, scan for specific information.
C. Interpretation: students create a list of main ideas and match them to sections of text; students match main ideas to key details; students read/listen/view "between the lines;" students create visuals of cultural products, practices, perspectives; students ask each other questions about the content of the text; students share their opinions of and reactions to the text.
D. Application: students create a written summary of text and/or design an oral/video presentation; students create a follow-up product such as a letter, advertisement, new beginning or ending for text, visuals.
E. Extension: students analyze features of two texts and compare content and organization.
Las madres de la Plaza de Mayo is an example that includes both a listening and reading exercise. (Model I)
La identificación personal is an example of a listening activity that also incorporates speaking tasks. (Model II)
El cine is an example of a reading activity that also incorporates speaking tasks. (Model II)
Chez le dentiste is a French example that uses this model. (Model II)
Recreation is an example of a reading lesson for use by French or Spanish teachers. (Model II)